Blended Learning in Clinical Training: A Mixed-Methods Evaluation of Online and In-Person Instruction

Strategic Insights -

A mixed-method evaluation of a blended learning course in internal medicine at Tehran University of Medical Sciences has highlighted the benefits and limitations of online learning in clinical training. The study, involving 89 medical students and 12 faculty members, aimed to explore the perceptions of students and faculty members regarding the online component of the blended course. The results showed that students expressed high satisfaction with the course, preferring a mix of online and in-person instruction, while faculty members found online learning to be flexible and efficient but faced challenges such as low student attendance and technical issues.

Key Takeaways:

  • Students expressed high satisfaction with the blended learning experience, with 85% of students reporting positive experiences with the online platform and instructors.
  • Faculty members found online learning to be beneficial but faced challenges such as low student attendance, difficulties with communication, and technical issues.
  • Students and faculty members both highlighted the need for more institutional support and recognition for blended learning.
  • Online learning was perceived as a valuable complement to traditional in-person clinical training, especially in low-resource settings.
  • Further studies are needed to assess the long-term impact of online learning in blended clinical training, preferably with control groups.
  • The study included 14 hours of online instruction, with students expressing high satisfaction with the pace and organization of the online course.

Statistics:

  • 89 medical students participated in the study.
  • 12 faculty members participated in semi-structured interviews.
  • 85% of students reported positive experiences with the online platform and instructors.
  • 75% of faculty members found online learning to be beneficial.
  • 50% of students reported attending all 60 sessions of the online course.
  • 75% of faculty members reported experiencing technical issues during the online course.

Sources:

  • "Students' and faculty members' perceptions of the online component of a blended internal medicine clerkship course: a mixed-method evaluation." BMC Medical Education, 2025, 25(1):1-12.
  • https://doi-org.sdpl.idm.oclc.org/10.1186/s12909-025-07812-5